SAMPLE SYLLABUS NEW YORK CITY COLLEGE OF TECHNOLOGY: HUMANITIES DEPARTMENT COURSE TITLE: PUBLIC SPEAKING CODE: COM 1330

Transcription

1 SAMPLE SYLLABUS NEW YORK CITY COLLEGE OF TECHNOLOGY: HUMANITIES DEPARTMENT COURSE TITLE: PUBLIC SPEAKING CODE: COM 1330 Instructor's Name , Office Number and Office Hours 3 Credit Hours Course Prerequisites: CUNY proficiency in reading and writing COURSE DESCRIPTION Fundamental principles of speaking in public situations and the preparation and delivery of informative and persuasive presentations. Subjects include ethics in public speaking, audience analysis, selecting and researching speech topics, constructing well-reasoned arguments, extemporaneous delivery, and peer evaluation. Students are expected to develop outlines and speaking notes, use visual aids, and improve on verbal and nonverbal delivery skills. Required Texts (Texts will vary from course to course: please check your professor s requirements before purchasing) Stephen E. Lucas. Art of Public Speaking, 12th edition (Connect: Digital Format). McGraw Hill, Supplemental material (will vary by instructor): 1. Course packet: speech evaluation forms, outline templates for speeches, lists of transitional words and phrases, citation reference guide. 2. Web links to speech texts and video. 3. Selected text for analysis. Upon successful completion of this course students will be able to: Demonstrate the skills necessary to compose/create and present informative and persuasive messages. Demonstrate competence in active listening skills. Compose and present appropriate verbal and nonverbal messages to diverse audiences. Evaluate, plan, and organize coherent structured oral messages. Analyze the speaking situation and create messages appropriate to diverse audiences and contexts. Incorporate language as appropriate to diverse audiences and varying communication contexts. Analyze, develop, and implement strategies to productively manage oral communication apprehension to minimize its impact on the message. Apply ethical standards to every phase of the communication process (e.g., selection of arguments, support, and delivery). Demonstrate knowledge of the communication field and public speaking theories, such as classical rhetorical theories, motivational theories, and psychosocial theories by exploring the relationship between the individual and society. Gather, interpret, and assess information from a variety of sources and points of view. Evaluate written and oral evidence and arguments critically or analytically. Produce well-reasoned written and oral arguments using credible evidence to support conclusions. Display observational and critical evaluation skills by critiquing speeches in a professionally appropriate fashion in oral/written format. Learn to use presentation aids and technologies to enhance their speeches. 1

2 COURSE INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS LEARNING OUTCOMES ASSESSMENT METHODS 1. Compose and present appropriate verbal and nonverbal messages to diverse audiences. 2. Display observational and critical evaluation skills by critiquing speeches in a professionally appropriate fashion in oral/written format. 1. Students will have presented several Individual speeches and participated in oral exercises throughout the semester, each one building on previous in-class experiences and oral/written feedback from both the instructor and class peers. 2. Students will critique speeches throughout the semester. Assessment can include both oral and/or written format. Students typically view other student speeches during class and speeches available through various forms media formats. Students also observe speakers outside of the traditional classroom setting. 3. Demonstrate competence in active listening skills. 3. Assessment will be based on in-class activities or homework assignments. They set listening goals, take notes, locate speaker's main ideas and detect organizational patterns. They also pay attention to verbal and nonverbal cues. Written and oral critiques demonstrate their ability to listen effectively. 4. Demonstrate the skills necessary to compose/create and present informative and persuasive messages. 5. Learn to use presentation aids and technologies to enhance their speeches. 4. Assessment will be based on oral presentations supported by specific research, outlining, and delivery skills. 5. Assessment will be based on the effective and purposeful use of visual aids throughout the semester. GENERAL EDUCATION INTENDED LEARNING OUTCOMES/ASSESSMENT METHODS LEARNING OUTCOMES: INDIVIDUAL AND SOCIETY ASSESSMENT METHODS 1. Gather, interpret, and assess information from a variety of sources and points of view. 1. Students are provided with the necessary historical and reading materials, such as speeches that changed the world, and discuss communication from various perspectives. Second, students participate in oral and written assignments that require them to use sources to formulate their speeches. Students are expected to consult a wide range of sources and are encouraged to take advantage of information available through libraries, media, internet, and special interest organizations. Data gathered for prepared speeches must be supported by relevant, timely, and credible sources that appeal to diverse audience members. 2. Evaluate evidence and arguments critically or analytically. 2. Every speech assignment consists of communication concepts and arguments that must be analyzed within the scope of the effective public speaking criteria. Students are required to think critically about the authors claims as well as the arguments made by fellow students. They also must construct their arguments using credible, timely, and relevant evidence gathered from readings, links, or 2

3 3. Produce well-reasoned written or oral arguments using evidence to support conclusions. 4. Demonstrate knowledge of the communication field and public speaking theories, such as classical rhetorical theories, motivational theories, and psychosocial theories by exploring the relationship between the individual and society. 5. Articulate and assess ethical views and their underlying premises by examining every phase of the communication process (e.g., selection of arguments, support, and delivery). 6. Articulate ethical uses of data and other information resources to respond to problems and question personal experience. Students are expected to use of reasoning, logic, and audience analysis for both prepared and unprepared speeches. In-class activities for developing arguments and persuasive speaking. 3. Students demonstrate their ability to produce wellreasoned written arguments using evidence to support conclusions for all speaking assignments. The instructor assesses how the student incorporates selected information into their argument, and uses information effectively to accomplish a specific speech purpose. In addition, students provide critical feedback and responses to other students. The instructor monitors these responses and evaluates their development and substance. Students prepare a written component for each prepared speech, called a speaking outline. Outlines include well-developed arguments with supporting evidence, and a bibliography. Speaking outlines are used to prepare students for the oral component of their work. 4. Students are introduced to global issues by examining major theories that contributed to the communication field, such as classical and contemporary persuasion theories, inoculation theory, Hofstede's value dimensional theory and cross cultural theories. Students apply their knowledge of these concepts through speech assignments. Exams are also designed to test student's knowledge of principles of the communication process and the fundamental concepts of the communication field discussed throughout the semester. 5. Reading exercises, such as speech text, and in-class activities on ethical researching, citing, and speaking. Peer evaluations assignment requires students to pay close attention to speeches and to reflect on similarities. 6. Students must demonstrate ethical research skills and appropriate uses of citations, including gathering, evaluating, and synthesizing primary/secondary sources and use of technology. ASSESSMENT METHODS Detailed evaluation of prepared speeches by professor and classmates (this assesses the evaluators not the speaker s abilities to observe, analyze and record the differences between effective and ineffective speeches). Assessment is based on oral presentations that are supported by specific requirements of the speaking assignment, such as credible oral citations, organization of thoughts, reasoning, and arguments, the appropriateness of the arrangement and style, and the effectiveness of the delivery. In addition, a more global assessment will be made on minimally prepared or unprepared speeches (preparatory, narrative and impromptu), and on participation. Assessment is based on the written component for each prepared speech, called a speaking outline and reference page. It is also based on essays, exams, and quizzes that demonstrate your understanding of theoretical approaches to the field of communication and public speaking. 3

4 SCOPE OF ASSIGNMENTS The course curriculum requires students to complete at least one impromptu speech, and two formal speeches informative and persuasive in nature. The required speeches must be completed with a passing grade of a C or better. Other speeches or oral exercises may be assigned at the instructor's discretion. The assignments required for this class are designed to provide you with practical communication skills and an introduction to public speaking theory and techniques. Each speech will build upon the previous one and will serve as a foundation for upcoming units. Length, research, audience analysis, writing, oral citations, visual aids, and delivery requirements vary for each speech. In addition, there are exams/quizzes, written assignments and evaluations, and class discussion. 1. The Informative Speech: Students will develop a five- to seven-minute speech designed to share your research on an area of public interest. Students will also be required to complete and turn in a full sentence speaking outline of their speech (due the day you speak) with a bibliography. Three to five sources and one visual aid are required. 2. The Persuasive speech: Students will deliver a six- to eight-minute speech in support of a position on an issue. The goal will be to persuade the audience to change its attitudes, values, beliefs, and/or actions about a controversial issue. Students should attempt to get the audience to act on a proposed policy change. They will also be required to complete and turn in a full sentence speaking outline of the speech (due the day of the presentation) with a bibliography. Five to seven sources are required. 3. Impromptu Speeches: These are short speeches prepared and delivered in class. They are aimed at improving delivery style and increasing comfort in public address situations. 4. Instructor Choice Speeches: Examples include inspirational, commemorative, or entertainment speaking. Speeches can be either prepared or unprepared in format. 5. Peer Evaluations: Students are required to provide oral and written critiques of classmate's speeches. This assignment is designed to help both the speaker, by providing additional feedback, and the observer, by encouraging audience members to pay close attention to speeches and to reflect on similarities with, and differences from, their own style. Students will demonstrate cultural sensitivity, where relevant, and ethical behavior, when assessing their peer s presentations. 6. Outlines: Students will be required to write preparation outlines for your informative and your persuasive speeches. Outlines will conform to the structure discussed in class and include a reference page. The outline is to be turned in the day of the presentation. All material must be properly documented in a bibliography. Students will use APA or MLA citation style for the bibliography page. Oral citations are expected for the informative and persuasive speeches. 7. Reading and Listening Exercises: In addition to weekly reading from the course textbook, students may be required to read or listen to supplemental material and speech texts, such as historical speeches, archives. 8. Speech Analysis: One of the ways to learn to create better speeches is to read important speeches from the past. By studying historical situations, students can appreciate how speakers have responded to speaking situations. These exercises are designed to teach students how to identify themes, analyze rhetorical devices and stylistic devices, language style, and the context of the speech (audience, occasion, purpose, setting, speaker, culture). 9. Outside Speaker Observation: Students are required to observe and critique a public speaker outside the classroom. The speech must be live, not televised or online. Speakers can come from any public forum academic, religious, artistic, etc. Students must provide documentation of the event program, poster, or invitation, to name a few. Details are provided in the course packet. 10. Research: Research skills are one of the most important things students get out of this class. Research may sound like something that is hard to do, but we all conduct research almost everyday, with our smart phones and other forms of technology. Conducting research in a college class is different from conducting research in your everyday life because students are expected to present that research formally in a speech or in a report. Students should understand that learning how to do "college level research" means, in part, learning the culture of research. We will explore the reasoning and application of conducting research. Below are some valuable tools that college students can use: CityTech Databases (newspaper and journal articles, Gale encyclopedias) CUNY Library (inter-campus borrowing) The National Archives NY Public Libraries 4

5 10. Visual Aids: Students will be required to include visual aids for at least one of the speeches. Students will be graded on how well they choose the visual aid(s) for the information they have, how well it is prepared, and how well it is presented during your speeches. 11. Exams: Designed to test students knowledge of principles of the communication process and the fundamental concepts of the communication field discussed throughout the semester. Exams will entail both writing and speaking and vary by instructor. 12. Participation: Homework, time management, attendance, in-class discussions, activities, and speaking exercises. TYPICAL METHOD OF GRADING (Consult individual instructor s course outline) Major speeches (including written outlines) = 50% Other speeches = 10% Participation (includes responses on peer evaluation forms) = 10% Homework = 10% Mid-term = 10% Final = 10% **Each department and program may specify in writing a different attendance policy for courses with laboratory, clinical or fieldwork. If the department does not have a written attendance policy concerning courses with laboratory, clinical or fieldwork, the College policy shall govern. HUMANITIES DEPARTMENT POLICY ON ABSENCES/LATENESS A student may be absent without penalty for 10% of the number of scheduled class meetings during the semester. A total of 10% of absences from any class is permitted, no matter what the excuse. Absence from class is defined as any time the student s physical body is not inside the assigned classroom (whether from non-attendance, lateness, taking unauthorized breaks, or leaving early). Absence is failure to attend any part of a class, from roll call to dismissal. The limit is no more than 4 hours of absence from class. Class Meets Allowable Absence 1 time/week: 1 1/2 class meetings 2 times/week: 3 class meetings 3 late entries to class is equivalent to one absence The professor will keep accurate, detailed records of all absences from class, and may assign a WU grade (withdrew unofficially) to any student who exceeds that limit. A student is required to take the responsibility of keeping track of his/her own absence from class. When it exceeds four hours, he or she should make an appointment to discuss the problem with the professor. This statement should be retained by the student for his or her future reference. Also, please read the school s policy as stated in the catalog. ACADEMIC MISCONDUCT: NYCCT defines academic dishonesty as plagiarizing or cheating during the course of one's academic work. The academic integrity statement listed in the student handbook is provided below. Please refer to your handbook for more details. Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited in The City University of New York and 5

6 at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion. Typical 15-week course calendar The sequence of topics and time allocations can vary from course to course. Week 1. Introduction to communication and public speaking and Introduction Speeches. Students will examine communication theory, the history of oratory, from Cicero and Aristotle's Cannons of Rhetoric to contemporary uses and models of communication. Students will also explore the similarities between speaking in public and other forms of communication, the communication process, and the personal and professional benefits of speaking effectively. Students will take the first steps in managing speaking anxiety and delivery (stage fright, preparation, breathing, eye contact, volume). Introductory speech assigned and presented. Chapter reading assigned. Week 2. Ethical Speaking. Ethics and Public Speaking. A brief lecture and facilitated discussion on how moral conduct and responsibility fits into civic discourse and academia, for example, developing sound reasoning, researching topics, avoiding plagiarism, demonstrating respect for the audience, using appropriate language and appropriate emotional appeals, and developing ethical listening. Students will discuss issues and concepts surrounding freedom of speech, society and citizenship, ethnocentrism, and cultural intelligence and what it means to be an ethical speaker. They will also learn to recognize nonverbal and verbal impressions of a speaker: willingness to communicate, appropriateness of dress and body movement, use of voice and vocal variety, and the contrast between standard and non-standard speech, as well as the significance of stigmatized speech forms. Vocal tips and exercises for native and ESL speakers are included. Chapter reading, assigned text, The Rise in Hate Crime: Anti-Immigration Policy by Deval Patrick, and website, National Speakers Association Code of Ethics. In-class activity: First Impressions. Week 3. Impromptu Speeches. A brief lecture and facilitated discussion on impromptu speaking, preparation techniques, audience expectations, and delivery. Students will also learn how to provide helpful and insightful feedback to other students in oral and written forms. Impromptu topics will vary in depth and category may be randomly assigned, and preparation and speaking time. Chapter readings assigned. Historical impromptu speeches: Robert Kennedy delivering the news of King's death. Week 4. Listening and Public Speaking. A brief lecture on the nature of listening, including concepts such as dialogic communication, selective perception, the differences between listening and hearing, distractions, cultural barriers, and defensive listening. In-class activity: The class will work in groups to set effective listening goals. Homework: Observe family members and friends listening styles. In-class listening activities: "Words that Changed the World" audio text, followed by in class text analysis. Week 5. Audience Analysis; Optional Speeches. Brief lecture and facilitated discussion about the process of gathering and analyzing information about audience members in order for the speaker to adapt his or her message to that information, such as demographics (age, gender, sexual orientation, racial, ethnic and cultural background, religious group membership), the topic, the context of the setting, and the speaking occasion. Groups will discuss audience psychology, audience-centered concepts, and how to come up with ways to adapt to diverse audiences and interviewing techniques. Inoculation theory, Hofstede's value dimensional theory, Lewis's cultural model, and Triandis's conflict theory are reviewed. Optional in-class speeches. Chapter reading assigned. Week 6. Organizing the Body of the Speech; Developing Supporting Material. Brief lecture and facilitated discussion about the essentials of writing a speaking outline: The uses of symbols and indentation, and the strategic ordering of main points, supporting materials, connectives (transitions, internal previews, internal summaries, signposts). Students will discuss and practice the differences between manuscript and extemporaneous speaking and writing. We will also examine how to process researched materials (selecting, ordering, clarifying, compressing) to support arguments made in speeches, and documenting sources. In-class activity: Putting researched materials into outline form. 6

7 Chapter reading assigned. Homework: students are assigned an essay version of a speech, to reorganize into a formal speaking outline and bibliography page. Tentative library instruction lesson scheduled. Week 7. Developing Introductions/Conclusions; Selecting Topics. A Brief lecture and facilitated discussion about using rhetorical devices to capture the audience, preview central ideas, establish topic relevance and speaker credibility. Students will also explore how to challenge an audience, signaling the end of the speech, reinforcing the central idea, ending with emphasis). Informative speech discussion and guidelines provided. Group activity practice writing introductions and conclusions to various topics. Chapter reading assigned. Week 8. Introduction to Visual Aids; Rehearsing. A Brief lecture and facilitated discussion on designing and using visual aids during a presentation. Students are provided with guidelines for integrating them into their presentation (ethically, to avoid plagiarism; effectively, to avoid confusion; creatively, to hold audience interest, and purposefully, to send a message). Informative Speech discussed and assigned. Sample speeches viewed. Use of speech buddies (listeners from outside the class) to rehearse with, time speech, and critique both content and delivery Review for Exam. Week 9. Midterm Exam. Week 10. Using Language; Delivery Essentials Review. A brief lecture and facilitated discussion about language, style and delivery: meanings of words, accurate and clear use of language (using familiar and concrete words, eliminating clutter), use of vivid language (imagery, rhythm), use of appropriate language (cf., appropriateness to the occasion, to the audience, to the topic, to the speaker), and using inclusive language. Students will examine speech attitudes (toward standard and non-standard speech, and toward stigmatized forms), the various methods of delivery (reading from a manuscript, reciting from memory, speaking impromptu, speaking extemporaneously), and both vocal variety and body language. Oral Activity: Choose a speech text to perform in class. Students will also include a language analysis of the written version of the speech as homework. Week 11. Informative Speeches. Students deliver five- to seven-minute speeches that meet the specific academic requirements detailed in the course packet and syllabus: One visual aid, three to five sources, a formal typed speaking outline with bibliography, and note cards. Topics are expected to be thoroughly researched, clearly and logically organized, and well-rehearsed. Audience participation is expected, and student written evaluations are in-class graded assignments. Chapter reading assigned. Week 12. Speaking to Persuade. A brief lecture and facilitated discussion on the art of persuasive speaking, rhetorical theory, and an introduction to argumentation. Students will learn relevant theories, concepts and psychology of persuasion from classical appeals (Aristotle) to contemporary needs and motivations of an audience (Maslow and Monroe), listening challenges, persuasive messages, and target audiences. They will also learn how to develop claims using Aristotle's three partargument and logos (reasoning), pathos (emotional appeal) and ethos (speaker credibility), as well as how to avoid fallacies. Finally, they will discuss speaking on an international level, and think about citizenship from a local and global perspective. Putting principles in to action: A persuasive speech analysis. Students choose a political text to examine. A list of historical text and links to video and written speeches is provided. Week 13. Persuasive Speeches. Students deliver a six- to eight-minute speeches that meet the specific academic requirements detailed in the course packet and syllabus: Thoroughly researched, well organized, having effective beginnings, middles and ends, containing solid arguments involving logical reasoning, ethical use of emotional appeals, a formal typed speaking outline with bibliography, and note cards. Five to eight sources. Visual Aid optional. Students are expected to use polished delivery techniques: excellent eye contact, volume, use of language, diction, and posture. The audience critiques the speeches constructively. Written evaluations are in-class graded assignments. Outside Speaker Evaluation assignment due. 7

8 Week 14. Final Speech Exam Review and Continued Presentations of Persuasive Speeches. The final speech exam is assigned and discussed. The exam will entail both writing and speaking (impromptu). Students are provided with a list of topics to research and collect data to use during the exam for the writing component. The development of ideas must demonstrate a progressive level of content, organization, and reasoning. The oral component will consist of two- to three-minute persuasive impromptu speaking, with appropriate use of at least one credible oral citation, transitions and clear flow of ideas, organized speech structure, and effective delivery skills that demonstrates end of the semester progress. Week 15. Final Exams. REVISED BY: Christopher Swift Date: May 2,